The Science of Reading
Introduction
What is the Science of Reading?
Reading is a complex cognitive task. How does our brain learn to read? How can schools use the knowledge gained from cognitive science to better inform literacy instruction to meet the needs of diverse students?
The Definition
The Science of Reading is a vast, interdisciplinary body of scientifically-based* research about reading and issues related to reading and writing.
This research has been conducted over the last five decades across the world, and it is derived from thousands of studies conducted in multiple languages. The science of reading has culminated in a preponderance of evidence to inform how proficient reading and writing develop; why some have difficulty; and how we can most effectively assess and teach and, therefore, improve student outcomes through prevention of and intervention for reading difficulties.
The Science of Reading is derived from researchers from multiple fields:
cognitive psychology,
communication sciences,
developmental psychology,
education,
implementation science,
linguistics,
neuroscience,
school psychology
What the Science of Reading is NOT
The Science of Reading is not:
an ideology or philosophy,
a fad, trend, new idea, or pendulum swing,
a political agenda,
a one-size-fits-all approach,
a program of instruction
a single, specific component of instruction such as phonics
Source:
Defining Movement. (2021, March 8). The science of reading: A defining guide. https://www.whatisthescienceofreading.org/science-of-reading-guide
The Simple View of Reading
The Simple View of Reading
The Simple View formula and supporting studies show that a student’s reading comprehension (RC) score can be predicted if decoding (D) skills and language comprehension (LC) abilities are known. Notice that D and LC are not added together to predict RC. They are multiplied. In the Simple View formula, the values of D and LC must be between 0 and 1 (or 0% and 100%). A score of 0 means no skill or ability at all and 1 indicates perfection. (Source: Reading Rockets).
Scarborough's Reading Rope
Understanding Scarborough's Reading Rope
Watch the Webinar: Nancy Hennessy-Multifaceted Nature of Reading Acquisition
The Reading Rope consists of the lower and upper strands that woven together help a child comprehend the text they are reading.
The Lower Strand is Decoding- the word-recognition strands (phonological awareness, decoding, and sight recognition of familiar words) work together as the reader becomes accurate, fluent, and increasingly automatic with repetition and practice. This is when students "lift" words off the page without effort.
The Upper Strand is Language-comprehension- strands (background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge) reinforce the word recognition strand, The strands weave together with the word-recognition strands to produce a skilled reader.
This does not happen overnight; it requires instruction and practice over time.
(Image Used With Permission)
Decoding
Structured Literacy
Structured Literacy explicitly teaches systematic word identification/decoding strategies. Structured literacy is diagnostic based on formal and informal assessments. Content is taught to mastery so children can recognize words with automaticity to free up working memory to allow the student to focus on the meaning of text. This is not memorizing sight words visually.
Structured literacy "is an approach to reading instruction that can be beneficial not only for students with reading disabilities, but also for other at-risk students including English learners and struggling adolescents" (Baker et al., 2014; Gersten et al., 2008; Kamil et al., 2008; Vaughn et al., 2006).
View the Rhode Island Department of Education's Structured Literacy Page
(Source: International Dyslexia Association)
Orthographic Mapping
How do children learn to store words in their long-term memory?
The Four-Part Processing Model
The underlying processes involved in decoding novel or unfamiliar words.
Source: Slide Prepared by LETRS
The Simple View of Reading and Dyslexia
What is Dyslexia?
Speaking is natural, reading is not. Yet, many practices teachers were taught to use for early literacy reinforce the belief that exposure to text and high interest books will suffice to help students become proficient readers. Misconceptions about early literacy can have devastating effects on dyslexic students despite the best intentions.
Dyslexia falls on the lower end of the literacy continuum. These students struggle with word-level reading, which can impact comprehension and make reading feel exhausting. Many dyslexic students will not be officially identified, which becomes an equity issue (wealthier families can afford testing and private interventions). Therefore, it is extremely important that Tier 1 instruction aligns with the evidence about how a child's brain learns to read.
Students with dyslexia often struggle with phonemic awareness, phonological processing, and/or rapid automatized naming. These deficits make learning to decode words challenging. Early screening can help identify students at risk of developing reading challenges and can allow teachers to provide appropriate support and interventions.
If Tier 1 general education instruction included a structured literacy component, that is diagnostic and prescriptive (also called responsive), most students can go on to recognize words with automaticity allowing them to be fluent readers. Dyslexic students will need more practice and repetition for orthographic mapping to occur to achieve fluency, but if they are provided a strong foundation in the Tier 1 setting, interventions will be more effective. Kilpatrick on RTI Research
The Importance of Structured Literacy
"Numerous studies have indicated that students who receive early systematic phonics instruction have better reading comprehension at the end of the second and third grades (Foorman, Francis, Fletcher, Schatschneider, & Mehta, 1998; NICHD, 2000).
This is because they can accurately read the words, and being able to read the words provides the oral language system with the input needed for comprehension.
Poor word reading means that the oral language system often receives inadequate input for comprehension."
- David A. Kilpatrick in Essentials of Assessing, Preventing, and Overcoming Reading Difficulties states
Language Comprehension
Language Comprehension
The Simple View of Reading also recognizes the importance of language comprehension. It is important to provide students with a content-rich curriculum that exposes them to vocabulary and syntax to help students comprehend what they are reading. When a student is able to decode fluently, they can then map those words to their oral language vocabulary to derive meaning. In the early grades, it is important to expose students to a rich language environment that helps students learn about the world around them and to expose them to new vocabulary, syntax and the pragmatics of language. This is why read alouds are very important.
Students who struggle with oral language comprehension can include emergent bi-lingual students, students with developmental language disorders, and students on the autism spectrum to name a few. Students with dyslexia can also struggle with vocabulary and background knowledge if their decoding challenges are not remediated in early elementary grades, these challenges can often be found in dyslexic students in later grades.
The importance of oral language comprehension and why some students struggle.
Resources
Rethinking How to Promote Reading Comprehension by Dr. Hugh Catts
shanahanonliteracy.com/blog/is-building-knowledge-the-best-way-to-increase-literacy-achievement
Creating and Sustaining Culturally Responsive Learning Environments Part Six
Explicit Vocabulary Instruction Across Grades and Subjects
Increasing Higher Level Language Skills to Improve Reading Comprehension
Effective Vocabulary Instruction
shanahanonliteracy.com/blog/the-problem-with-guided-reading
www.theatlantic.com/magazine/archive/2019/08/the-radical-case-for-teaching-kids-stuff/592765/
Reading 101 for English Language Learners
Teaching Comprehension and Text Structure in Content Areas
The Reading League Pennsylvania Book Study: The Reading Comprehension Blueprint
Knowledge Matters
The History
Early literacy practices taught to teachers often gave the impression that learning to read is similar to learning to speak, but they often neglect explicit phonics instruction and lead to reliance on compensatory strategies (balanced literacy). Reading struggles typically surface in the late elementary school years, when students no longer have pictures to guess words they cannot decode.
Many elementary schools also do not build enough content knowledge. Schools reduced teaching of social studies and science due to pressure to raise reading scores. The problem with this is content knowledge builds schema and vocabulary, essential components to strengthening reading comprehension.
Popular early literacy curricula often did not align with scientifically based reading instruction, and most teachers were never taught about dyslexia.
Blogs, Websites, Podcasts, and Articles
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